Here is a list of selected publications using data collected from UT Lab School Children and Families:
Beverung, L. & Jacobvitz, D. (2016). Women’s retrospective experiences of bereavement: Predicting unresolved attachment. Journal of Death and Dying, 73, 126-140. DOI:10.1177/0030222815575897. Retrieved from: https://www.researchgate.net/publication/266795265_Womens_Retrospective_Experiences_of_Bereavement_Predicting_Unresolved_Attachment
Black, B., & Hazen, N.L. (1990). Social status and patterns of communication in acquainted and unacquainted preschool children. Developmental Psychology, 26, 379-387. DOI: 10.1037/0012-1649.26.3.379. Retrieved from: https://www.researchgate.net/publication/232535386_Social_Status_and_Patterns_of_Communication_in_Acquainted_and_Unacquainted_Preschool_Children
Christopher, C., Saunders, R., Jacobvitz, D., Burton, R., & Hazen, N. (2013). Maternal empathy and changes in mothers’ permissiveness as predictors of toddlers’ early social competence with peers: A parenting intervention study. Journal of Child and Family Studies, 22(6), 769-778. DOI: 10.1007/s10826-012-9631-z. Retrieved from: https://link.springer.com/article/10.1007/s10826-012-9631-z
Fanger, S.M., Frankel, L.A., & Hazen, N. (2012). Peer exclusion in preschool children’s play: Naturalistic observation in a playground setting. Merrill-Palmer Quarterly, 58(2), 224-254. Retrieved from: http://digitalcommons.wayne.edu/mpq/vol58/iss2/5/
Hazen, N.L., & Black, B. (1989). Preschool peer communication skills: The role of social status and interaction context. Child Development, 60, 867-876. DOI: 10.1111/j.1467-8624.1989.tb03519.x. Retrieved from: https://pubmed.ncbi.nlm.nih.gov/2667904/
Hazen, N.L., & Volks-Hudson, S. (1984). The effect of spatial context on young children’s recall. Child
Development, 55, 1835-1844. DOI: 10.2307/1129930. Retrieved from: https://www.jstor.org/stable/1129930
Legare, C.H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101-106. DOI: 10.1111/cdep.12070. Retrieved at: http://onlinelibrary.wiley.com/doi/10.1111/cdep.12070/abstract
Legare, C.H., & Gelman, S.A. (2014). Examining explanatory biases in young children’s biological reasoning. Journal of Cognition and Development, 15, 287-303. Retrieved at: http://www.tandfonline.com/doi/abs/10.1080/15248372.2012.749480
Legare, C.H., & Lombrozo, T. (2014). Selective effects of explanation on learning during early childhood. Journal of Experimental Child Psychology, 126, 198-212. DOI: 10.1016/j.jecp.2014.03.001. Retrieved at: http://www.sciencedirect.com/science/article/pii/S0022096514000496?via%3Dihub
Legare, C.H., & Nielsen, M. (2015). Imitation and innovation: The dual engines of cultural learning. Feature article in Trends in Cognitive Sciences (TICS), 19, 688-699. DOI: 10.1016/j.tics.2015.08.005. Retrieved at: http://www.sciencedirect.com/science/article/pii/S1364661315001825
Legare, C.H., Schult, C., Impola, N., & Souza A.L. (2016). Young children revise explanations in response to new evidence. Cognitive Development, 39, 45-56. DOI: 10.1016/j.cogdev.2016.03.003. Retrieved at: https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/5715815f9f7266703b5eadf2/1461027168201/young-children-revise-explanations-in-response-to-new-evidence.pdf
Legare, C.H., Sobel, D.M., & Callanan, M. (2017). Causal learning is collaborative: Examining explanation and exploration in social contexts. Psychonomic Bulletin & Review. DOI: 10.3758/s13423-017-1351-3. Retrieved from: https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/59a421d7e58c62501fc9d9ce/1503928792802/causal-learning-is-collaborative-2017.pdf
Legare, *C.H., Wen, N.J., Herrmann, P.A., & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142, 351-361. DOI: 10.1016/j.cognition.2015.05.020. Retrieved from: https://ac.els-cdn.com/S0010027715300032/1-s2.0-S0010027715300032-main.pdf?_tid=687898b4-b993-11e7-9848-00000aacb35d&acdnat=1508943022_0af17439ba8a95e9ad5287a9202fbe0d
Saunders, R., McFarland-Piazza, L., Jacobvitz, D., Burton, R., & Hazen, N. (2013). Maternal knowledge and behaviors regarding discipline: The effectiveness of a hands-on parent education program in positive guidance. Journal of Child and Family Studies, 22(3), 322-334. DOI: 10.1007/s10826-012-9581-5. Retrieved from: https://link.springer.com/content/pdf/10.1007/s10826-012-9581-5.pdf
